The following post includes my responses to course readings on Indigenous Perspectives.
Reading 1
Pedagogical pathways for Indigenous education with/in teacher education by B. Madden
In this reading, Madden (2015) explores central themes and pedagogical methods for teacher education programs and educational spaces to integrate Indigenous studies into the curriculum. There are four pedagogical pathways; learning from Indigenous traditional models of teaching, pedagogy for decolonizing, Indigenous and anti-racist education, and Indigenous and place-based education (Madden, 2015). If we connect these four pathways to one another when integrating Indigenous learning into the teacher education curriculum, this will better prepare teacher candidates to support Indigenous students (Madden, 2015).
Madden proposes that through storytelling and talking circles, we can respectfully learn about Indigenous traditional stories and experiences in the classroom (Madden, 2015). It provides both Indigenous and non-Indigenous students a chance to “think and feel” (Madden, 2015) which creates empathy and a deeper sense of connection and understanding. I think that this article has a clear correlation between teaching and learning. I appreciated how the author stressed the importance of approaching Indigenous education respectfully and appropriately. In order for educators to have the appropriate resources and information to be able to teach, they must first be open, understanding, and respectful of their own learning practices.
I strive to be as prepared and culturally sensitive as possible, however, as a recent B.Ed graduate who completed the type of program Madden analyses, I still do not feel as though I was prepared well enough. The one class we had on Indigenous Perspectives and Education was about three weeks long and at the very end of our B.Ed. (I even attended a school that claimed to be one of the only Canadian universities to hold such an in-depth course in the teacher education program). It was not facilitated by a professor who identified as Indigenous. To hold this course without having any Indigenous person referenced or involved did not make sense me. Additionally, I completed the program during COVID-19 and many professors faced challenges with online teaching. The course content was not delivered to the full extent, and the level of critical thinking was not held to the same standards in the online platform. I came out of that course feeling underprepared to respectfully indigenize my teaching practices.
I made it a point during my B.Ed to seek out as many professional development opportunities as I could about Indigenous learnings. I participated in the Kairos Blanket Exercise and attended multiple workshops on; decolonizing education, leading Indigenous education, and anti-Indigenous racism, (The Land Back Movement). I was not sure when I would find these PD workshops again once I entered the workforce and sure enough, as an LTO/OT I have not come across many. If there are, my board does not advertise them well or they are inaccessible to me. The responsibility falls on the individual educator to seek out these professional development opportunities.
These are just my own personal implications for my teaching practice based on my experiences. I recognize that part of the responsibility lies on each individual educator to do their research, but these teacher programs should assist in pointing us in the right direction. Simply having teacher candidates complete the course and not including Indigenous peoples in the teaching and learning process is not going to successfully prepare teacher candidates. Teacher programs should not facilitate half-thought out Indigenous education courses and view it as a box to check off. Doing that is a bandage measure. Teaching, learning, and understanding the histories and accomplishments of Indigenous peoples runs much deeper than that.
Questions I have for the author after reading the article: Can you provide some examples of how educators can respectfully and mindfully bring the spiritual realm that you describe into the classroom? I would be curious to know more about how the geographical, historical, spiritual, and political contexts connect to one another.
References Madden, B. (2015). Pedagogical pathways for Indigenous education with/in teacher education. Teaching and Teacher Education 51, 1-15.
Reading 2
Integrating Aboriginal Teaching and Values into the Classroom by P.R. Toulouse
In this reading, Toulouse explores research that showcases how Aboriginal students’ self-esteem is connected to their overall school success. Educators and schools need to foster a learning environment that celebrates and respectfully represents Aboriginal culture. This contributes to an overall increased level of self-esteem amongst students (Toulouse, 2008).
Toulouse goes on to outline the strategies to value the Aboriginal learner, their self-esteem and educational attainment. These strategies are centered around the Seven Living Principles of: Respect, Love, Bravery, Wisdom, Humility, Honesty and Truth (Toulouse, 2008). Each of these teachings have Implications for Education.
If we apply the Seven Living Principles to our teaching and learning, then we can begin to improve experiences for students. These learnings should be incorporated in day-to-day activities and engage students at a physical, emotional-mental, intellectual and spiritual level (Toulouse, 2008). Toulouse stresses that we should always include Aboriginal peoples in these processes (Toulouse, 2008). I believe this relates to my understanding of “teaching”, because in my definition I mentioned that the role of teaching is not limited to just teachers. Teaching can be conducted by anyone, so long as they are communicating ideas and information to another party. Educators, students, and the community can teach and learn from one another.
I would say that many of Toulouse’s viewpoints could be extended to other minority groups, and teachers can adopt similar strategies when constructing an innovative, culturally diverse classroom space. This is a practice that I strive to incorporate into my own teaching in order to create an inclusive learning environment. I know it is still a learning process and will probably always be one, but I am working on it.
Questions I have for the author after reading the article: When we are collaborating with Aboriginal students, what strategies can educators use to inspire and motivate them to teach others about their culture? How can we approach this without making these students feel singled out? What other strategies should educators be aware of, to better empower these students?
References
Toulouse, P. R. (2008). Integrating Aboriginal teaching and values into the classroom. What Works? Research into Practice (Research monograph #11).
"Banksia II" by Lauren of Freestone Art
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